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FAQ

Frequently Asked Questions

General

Scenario-based learning is a method to teach or train through a realistic situation, challenge or problem. This can be delivered in a number of different ways, such as online, through role playing or via gaming software.

Mazetec Simulation are online simulation of roleplay situations or challenges for the purpose of teaching or training. Mazetec Simulation can be created for any discipline or topic where the person playing the simulation has to make decisions or choices. A typical and well known version are case-based reasoning test that are commonly using in medical training which are scenarios based around patient cases.

Virtual scenarios are online educational experiences which help learners explore real world decisions, making both good judgements and errors in a safe environment. Using Virtual Scenarios students professionals prepare themselves to deal with a range of workplace challenges, cultivating critical thinking and decision-making skills. Moreover, well-designed scenarios preserve learners’ interest and fuel their intrinsic motivation. SBL makes the training procedure more active, fun, engaging, and effective, while it also makes training experiential, allowing for periods of reflection. Furthermore, Scenario-Based Learning is a form of Storytelling: Storytelling is a longstanding method of relaying information, which improves trainees retention. Also, SLB is learner-oriented, since advanced branching scenarios specifically allow different learners to follow different journeys to access the learning experiences most relevant to them.

Virtual scenarios are low-fi simulations vs. hi-fidelity simulations, such as flight simulators. Mazetec is great for developing soft skills such as decision making, critical thinking and reasoning. The integration can be achieved by placing the different simulation modalities into the curriculum at the time when it is of most relevance.

There are many images and other media resources available on the web that you can use to enhance your scenarios. Of course, with smartphones available it can be increasingly easy to create your own media resources; the range of cameras and editing software on mobile devices makes it possible to create pictures, audio files or videos directly tailored to your teaching. However, if you would like to reuse existing materials available on the web, the most important thing is to ensure that, once you have found a resource on the web, you have permission to use it. This can be by requesting permission from the copyright owner directly, or more commonly, searching for resources that are made available under a Creative Commons licence. Creative Commons www.creativecommons.org allows content owners to permit reuse of the materials in specified ways, and there is a huge amount of content available under these terms. The page at https://creativecommons.org/share-your-work/licensing-types-examples/ explains more about the types of licence available. Please also be aware that, if you are using identifiable images in a healthcare context, you must apply to local ethical guidelines for their use. To help you actually find material, sites such as Wikimedia and Pixabay are good sources of images that are high quality. Doing a Google Image search, you can specify that you want results that are Licensed for reuse, and the Creative Commons website provides a tool to allow you to easily search a number of sites for licensed material at https://creativecommons.org/use-remix/. Finally, popular video sharing sites such as YouTube and Vimeo provide embedding tools, so that you can embed videos directly from there into your scenarios.

The not simple answer is: It depends! The educational setting has an impact, resources for creation, system, etc.. Linear virtual scenarios sometimes are easier to create, referring to different options and paths i still possible in a linear VS. A branched VS might be more exciting for the participant, the stories and decision points have to be designed carefully to not let users get frustrated choosing a problematic path. One important educational aspect could be whether users work is discussed later in face to face sessions, or it’s completely self paced learning without any feedback. Overall the difference seems to be less critical than you might think of. Please also have in mind, that learners very often want to see everything, so make sure users have the option at the end to see also paths they didn’t choose initially, this is already all set in linear or semi-linear approaches. Good storytelling is important for both variants. VS scenarios are tools, you have to get used to these, so also take the one which is easier for you!

You can but it's not necessary. We have built in animations, graphics, typography, so the learning or training is focus on your content. Videos are a great, but they often distract from the learning or training and lead to tangents. It is always best to start off simple before adding video into your scenario.

Virtual scenario is a generic term it can be applied to law, architecture biochemistry, business models or indeed any subject or topic where there is a need to make some sort of choice or take some sort of action. In a virtual patient the narrative and interactivity are focused upon the story of a person or persons with some form of illness, symptoms, or pathology,whether real or imagined.

A virtual patient is a real-life clinical scenarios for the purpose of medical and healthcare training, education, or assessment. The virtual patient narrative is usually focused on the patient's story and the associated clinical developments and processes, which is used to inform learners on relevant basic and clinical sciences. This interactivity uses modern technologies and game-informed learning, and can include questions, specific decision-making tasks, monitoring of costs or elapsed time, written answers for text recognition etc. Virtual patients allow the learner to take the role of a health care professional and develop personal clinical skills through making diagnostic and therapeutic decisions. Their use is increasing in healthcare, in part because they provide an opportunity for students to practice in a safe environment, as opposed to apprenticeship models, which practice on the patient.